The BA in Development Economics programme aims to contribute to the economic and cultural development of Bhutan and to promote the personal development and well-being of the people by imparting relevant and good quality education. The programme emphasizes learning at the current frontier of economic knowledge. It places an emphasis on the understanding of basic economic principles at a level of rigor generally appropriate to an undergraduate experience. The programme is designed to provide a firm grounding in modern economic theory with special emphasis on the issues pertaining to economic development and instil a capacity amongst learners for independent thought about economic policies and problems. The programme will aim to intellectually stimulate the students to apply the subject knowledge to a range of development problems by encouraging critical, evaluative, and strategic thinking.
A major aim of this programme is to achieve the stated learning outcomes of the programme and hence, enable a student to think like an economist. Moreover, the programme will also focus on employability, including self-employment, by developing generic and soft skills. The programme should expand the range of career choices available to graduates. Upon successful completion of this programme, graduates will have adequate training to pursue careers as development practitioners, policy analysts, civil servants, consultants, researchers, managers, businessmen, bankers, social leaders, political leaders, and academicians. The programme will also help graduates to develop adequate generic skills to remain employable in an increasingly unpredictable and volatile job market. Upon completion of this programme, students will also be able to pursue their academic interests and embark upon higher studies in economics in an institute of their choice and effectively compete with their peers from around the globe. Broadly, the programme aims to produce productive citizens who contribute to the nation-building processes.
Upon successful completion of the programme, graduates should gain competency in the following skill-sets: subject-specific; cognitive; practical; and transferable.
For each of these skills, specific learning outcomes are identified that would form the core of this programme, along with appropriately aligned tools of teaching, learning and assessment.
a. Subject Specific Skills: This skill-set refers to the knowledge and understanding (KU) of the subject.
KU1. Explain the fundamental principles of economics, including microeconomics and macroeconomics.
KU2. Evaluate the application of economic reasoning to the study of relevant problems and policies in economics.
KU3. Make graphical and statistical representations of economic ideas using appropriate techniques.
KU4. Analyse economic issues at a level of depth expected from undertaking research appropriate to an undergraduate Development Economics degree.
KU5. Apply relevant statistical and mathematical techniques to common economic analyses.
KU6. Apply a variety of economic techniques appropriate to the award.
b. Cognitive Skills: Cognitive skills (CS) refer to critical thinking skills.
CS1. Communicate economic concepts, models and techniques in a clear and precise style through written and oral work.
CS2. Solve quantitative or statistical problems as appropriate to the undergraduate degree.
CS3. Analyse and discuss contemporary economic issues using appropriate economic concepts, principles and constructs.
CS4. Synthesize and interpret information from a range of sources.
CS5. Apply research methodology appropriate to the undergraduate level.
c. Practical Skills:
PS1. Gather and organize economic data for presentation and decision-making purposes.
PS2. Analyse and interpret economic data through the use of statistical methods including computer-based techniques appropriate to the degree.
PS3. Simplify complex problems to improve decision-making processes.
d. Transferable Skills: Transferable skills (TS) will be integrated within modules and will be related to relevant assessments as appropriate. Self-directed learning and the necessity to work within given deadlines will be important elements of all modules. The ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas.
TS1. Function effectively as a reflective and independent learner.
TS2. Work effectively in teams.
TS3. Effectively communicate well-reasoned positions on economic and other issues.
TS4. Take personal responsibility for completing a senior-level research project.
TS4. Undertake self-evaluation and preparation for employment.
Curriculum Structure and Map
All modules shown are 12-credit modules except for UGR302, which comprises 24 credits. Core competencies modules are shown in grey.
Mathematics for Economics
Statistical methods for Economics
Grammar, Vocabulary and Phonology in Context
IT and Basic Problem Solving
Development Problems and Policies
World Economic History
General Analytical Skills
Development Process and
Bhutanese Economy I
Economics Research Project
Bhutanese Economy II
Elective 1:DEV304 Health Economics
DEV305 Rural Development: Concept and Approaches
Elective 2:CET308 Advanced Economic Theory
DEV307 Financial Markets and Instruments
Classification/breakdown of the curriculum into broad component categories
|Category||Modules||% of Curriculum|
|Core Competency Modules||LAN101, ACS101, PRD101, IPS101, ANS101, DZG101||20|
|Core Economics Theory (CET) Modules||CET101, CET102, CET103, CET204, CET205, CET206, CET207, CET308 (elective)||23.3|
|Applied Economics (AEC) Modules||AEC201, AEC302, AEC303||10|
|Undergraduate Research (UGR) Modules||UGR201, UGR302 (equivalent of two modules)||10|
|Development Economics (DEV) Modules||DEV201, DEV202, DEV303, DEV304/DEV305, DEV306, DEV307, DEV308||23.3|
|Quantitative Methods for Economics (QME)||QME101, QME102, QME103, QME304||13.3|
|Category||Modules||% of Curriculum|
|Modules related to economic development issues||CET204, CET205, CET207, CET308, AEC201, DEV201, DEV202, DEV303, DEV304/DEV305, DEV306, DEV307/DEV308||36.7|
|Modules related to economic development in Bhutan||AEC302, AEC303||10|
Recommended books for 1st semester modules:
|QME101||Sydaester, K., and Hammonds, P. (2002). Mathematics for Economic Analysis, Pearson India.|
|CET101||Case, K.E. and Fair, R.C. (2007). Principles of Economics 8th Ed. Pearson Education, Inc.|
|QME102||Doane, D., and Seward, L. (2010). Applied Statistics in Business and Economics, 3rd Ed. McGraw-Hills/Irwin.|
|PRD101||Arora, A. (2010). Meet Your Soul. Gyan Publisher.|
|PRD101||Khyentse, J. (2012). Not for Happiness. Sambhala.|
|PRD101||Covey, Stephen. R. (2013). The 7 habits of highly effective people. Simon & Schuster; Anniversary Edition ed.|
|PRD101||De Bono, E. (2009). Think! Before It's Too Late. Ebury Publishing|
|LAN101||Hacker, D. (2010). A Writer’s Reference, 7th Ed. Boston: Bedford/St. Martin's.|
|LAN101||Paterson, K. and Wedge, R. (2013). Oxford Grammar for EAP. Oxford University Press.|
|LAN101||Schmitt, D. and Schmitt, N. (2011). Focus on Vocabulary 2: Mastering the Academic Word List (2nd Ed.). Pearson Education.|
|LAN101||Jones, D. (2014). Cambridge Pronouncing Dictionary. Cambridge University Press.|
|LAN101||Hornby, A.S. (2013). Oxford Advanced Learner’s Dictionary. Oxford University Press.|